Redefining Grammar Teaching: Integrating Spoken Grammar into EFL Classrooms

Abstract

This study explores the integration of spoken grammar into English as a Foreign Language (EFL) classroom as a means to redefine traditional grammar instruction. While grammar teaching in EFL contexts has historically emphasized written, rule-based structures, this approach often fails to prepare learners for natural and authentic spoken interaction. Spoken grammar—characterized by ellipsis, discourse markers, vague expressions, and tag questions—is largely absent from formal curricula, despite its centrality in real-life communication. This qualitative case study investigates how spoken grammar can be pedagogically adapted in EFL instruction and its impact on students’ speaking competence. Data were collected through classroom observations, semi-structured interviews with one lecturer and ten students, document analysis, and audio recordings over six weeks of instruction. Thematic analysis revealed that the explicit integration of spoken grammar improved students' fluency, pragmatic awareness, and confidence in oral communication. Students responded positively to tasks involving authentic input and contextualized practice, although some required scaffolding due to unfamiliarity with informal forms. The teacher played a key role in modeling spoken discourse and designing communicative tasks. These findings support the need to redefine grammar pedagogy to better reflect real-world language use, especially in developing EFL contexts like Indonesia. The study offers practical implications for curriculum design, teacher training, and assessment reform, contributing to a more balanced and discourse-informed approach to grammar teaching.